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Exploring financial identity

through social sciences

Explore the links between identity, culture and heritage, and the impact this has on our place in the economic world.
Invite community input to explore a range of values and perspectives, consider responses and decisions, and explore what financial identity means for individuals and their communities.
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Supporting implementation

Implementation
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Learning experiences and formative assessment tasks in this learning area are aligned to SOLO Taxonomy to ensure cohesiveness, constructive alignment and cognitive stretch for all students. This gives both teachers and students choice throughout the learning and teaching process.

Depending on your classroom approach, teachers can select learning activities that meet their student learning outcomes, or students can select their own learning pathways, and choose how they will present their work. They are encouraged to work at their own pace.

Once students go through the plan and highlight selected learning experiences aligned to their learning outcomes, they can download the Student Weekly Learning Schedule, add their intended learning outcomes onto this document, and place it on the school LMS system.

Begin each lesson with the Question Generator or Thinklinkers as a “hook-in” learning activity.

Other good starting points:

Timing
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The resources are designed for flexibility and choice. There are a range of resources to choose from, so schools and teachers can design programmes that allows:

  • Students to work at their own pace using a student planner.
  • Teachers to design a programme that suits department/faculty or whole-school planning over a few weeks or a term. This will vary from school to school.
Achievement objectives L4
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Students will gain knowledge, skills, and experience to:

  • Understand how formal and informal groups make decisions that impact on communities.
Achievement objectives L5
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Students will gain knowledge, skills, and experience to:

  • Understand how economic decisions impact on people, communities, and nations.
Social science concepts
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  • Equity
  • Community
  • Identity
  • Place
  • Wealth
Conceptual understandings
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Students will investigate the relationships between:

  • Identity, culture, and wealth
  • Place and wealth
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Sorted question generator

The question generator randomly generates questions to promote discussions.

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Q

What do credit card companies charge if you don’t pay off your credit card every month?

Need It / Know It

Link It / Think It

Extend It / Defend It

Understanding financial identity

Define your financial identity glossary . What are your values, attitudes, behaviours, and skills with money?

Describe your first memory of money. What is your first memory about money in your whānau?

Take the Sorted money personality glossary test.

Describe needs and wants glossary .
View the resource Needs and wants glossary The supermarket shop

List possible ideas that a teenager could use to set savings goals for the future.

Describe what short, medium, and long term glossary goals could be.

View the resources on setting goals, the Setting financial goals glossary infographic, and the PowerPoint on setting financial goals glossary .

View the resources on budgeting in the Managing my money infographic, and the PowerPoint on managing your money.

Understanding financial identity

Explain the factors that might have influenced your values, attitudes, behaviours, and skills regarding money. Share this information with five other people in your class. As you combine your ideas, look for common themes, similarities and differences. What are some of the aspects of a person’s life and context that make up financial identity glossary ?

Invite a range of financial experts glossary from your community to talk to the class virtually, or in person. Before you talk, generate five questions about goal setting, managing your money, saving, or managing debt glossary that you would like to ask an expert in personal finance management.

Analyse your strengths and weaknesses as a result of your money personality glossary test. Explain why you have classified them this way.

Read the resource Needs and wants glossary Shopping decisions. Follow the guideline, and make decisions about needs and wants glossary as a group.

Understanding financial identity

Create a class Padlet, and invite teachers, whānau and the school community to join. Encourage participants to ask questions about finances, with a particular focus on questions and wonderings about debt glossary , savings, financial goal setting and managing money. Create a roster, so that small groups of students are having turns to check the padlet, research answers, and respond in a timely way. To make sure you are giving the correct information, check the Sorted website, as well as the CFFC glossary tools, Powerpoint presentations and infographics that come with this resource. Make sure you include the disclaimer that you are not official financial experts glossary !

Consider who shaped your attitudes to money. How much is your thinking influenced by where you are, who you are and where and who you come from? Create an infographic defining what financial identity glossary means to you.

Choose a way to create a visual representation of your financial heritage (your past), your financial present, and your financial future (your legacy for following generations).

Need It / Know It

Link It / Think It

Extend It / Defend It

Financial identity in my community

Identify the demographic profile of your community with regards to wealth. You could gather the data yourself, or use a community profiler like Infometrics. How would you describe the financial identity glossary of your community?

Explore your place. List the natural economic assets. Who or what are the financial powerhouses in your community?

Describe any businesses that are influential in your area in regards to generating income glossary .

Financial identity in my community

Analyse any patterns you can see in the demographic profile.

How do the economic assets in your local area affect the financial identity glossary of your community?

Generate questions to interview local people and find out how they think where they live influences their spending and saving, managing their money, setting financial goals glossary and managing debt glossary .

Interview a business owner/operator in your place and question them on the key financial decisions that they make in their business in regards to short term glossary /medium term glossary and long term glossary goals.

Compare a small business to a larger business venture, state the similarities and differences and explain these.

Interview someone from this organisation. Explain how they run financially. How do they manage their money in terms of setting goals, saving, and managing debt glossary ? Record this as a podcast.

Financial identity in my community

Debate: It is more important to be a wealthy individual than a wealthy community.

Your community in the future: Complete the learning experiences with the future briefs. Then, plot how the future community described got to where they are. Timeline the steps it would take to get your current community to the point of the future community. What cultural or community values would be kept and what may have to change? Would everyone benefit from the changes? Would everyone be welcoming of the future?

Evaluate your findings, design a map of your place showing the economic resources in your community. Include your research in the form of a static image. View this slide presentation for an overview of the features used in static images.

Evaluate the impact that your group, business, or person has had in regards to a financial contribution to your place.
Design a visual biography that can be used in an online directory and include your key findings.

Need It / Know It

Link It / Think It

Extend It / Defend It

An ageing population

Look at the age range in your community, and calculate how many people might be on a pension. Find out the income glossary of a person on a pension, and calculate the approximate costs they would have for day to day living. Is there a surplus glossary or a deficit glossary ?

An ageing population

Interview a person from another generation. Prepare five questions about their perspectives on money. The Sorted booklet about retirement will give you information about the needs of older people. Read the case studies to understand these.

Compare the needs and wants glossary of a teenager to a retiree.

An ageing population

Present an overview on KiwiSaver to your class to explain how KiwiSaver works. Evaluate the potential effects on your community if no-one invested in KiwiSaver. Compare this to if everyone in your community invested in KiwiSaver.

Create a flowchart resource based on your research of retirees now, and predict steps you could take through the decades in preparation for retirement.

Need it / Know it

Link it / Think it

Extend it / Defend it

Groups and organisations

Identify groups and organisations within your place. Describe their purpose. (schools, church, sporting group, craft co-operative, young farmers, political organisation, council etc)and give a brief description of how they operate. List the people within the organisation and the structure of the organisation.

List the participants in your community (organisations, businesses, people) who are involved with how people spend, save, and borrow, and explain their purpose.

Describe how important it is to get advice and guidance on financial matters.

Read this article about loan glossary sharks glossary .
Describe why these money lenders are called “loan glossary sharks glossary ” and how they make their money.

Describe how mobile truck shops work. List the advantages and disadvantages of these.

Describe debt glossary . View the Debt glossary infographic and the PowerPoint resource on Debt glossary . List the ideas that are new to you about debt glossary .

Describe instances a teenager might get into debt glossary .

Groups and organisations

Compare the ways the groups/organisations in your community function financially with the ways your whānau functions. Explain the similarities and differences?

Explain how income glossary is generated.

Compare two organisations and state the similarities and differences between the services that they offer.

The National Financial Strategy for Financial Literacy states that 37% of people talked to family, relatives, or
friends to get financial advice. Explain reasons why this might be the case and offer possible reasons for not seeking expert advice.

Explain what might drive people to use loan glossary sharks glossary .

Download the app Debt glossary Empire and meet the loan glossary sharks glossary .

Discuss the business motivation behind the mobile truck shops. Discuss possible causes and effects for communities where these mobile trucks operate.

Compare the difference between good debt glossary and bad debt glossary , giving examples. What would good debt glossary and bad debt glossary look like in a group, organisation or a small business?

Groups and organisations

Generalise the financial role of the organisations and groups in your community. Make a presentation of your findings and the impact that they have on their community.

Create a comprehensive guide for teenagers in your community outlining places they could get financial help, in person or online.
Evaluate the services on offer so they reflect the needs of young people as they prepare to leave school.

Generalise what the role of the mobile truck shops are and support with evidence if they are supplying a need in communities.

Create a digital poster about using debt glossary to your advantage if you are a group, organisation or small business.

Need it / Know it

Link it / Think it

Extend it / Defend it

New Zealand - financial identity

What is the New Zealand budget glossary ?

List some ways New Zealand generates income glossary .

List some of the expenditure glossary that the New Zealand government has.

The 2018 budget glossary was called a wellbeing budget glossary . Describe what a wellbeing budget glossary means.

Describe how a country incurs debt glossary .

List ways that a country saves.

Describe what taxes are and list what they are used for.

New Zealand - financial identity

Explain why a country needs a budget glossary .

Discuss causes and effects when a country overspends. Use current issues to demonstrate this.

Explain the importance of trade agreements with other countries in regards to the financial wellbeing of New Zealand.

Explore the causes and effects to the economy when the value of the NZ dollar rises and falls.

Explain how New Zealand as a nation manages their debt glossary ?

Explain the importance of Kiwisaver and similar type investment glossary funds New Zealand as a nation.

New Zealand - financial identity

Evaluate: Kiwisaver should be compulsory for all New Zealanders.

What are the spending priorities for New Zealand this year? If you were Prime Minister, what would your priorities be for the youth of New Zealand, and justify your choices with evidence.

Evaluate how the decisions made by parliament impact the choices we have as citizens.

Evaluate how the decisions made by parliament impact the choices on groups, organisations or businesses.

Create a slide presentation for someone new immigrating to New Zealand giving them an overview on key financial aspects of the nation.

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